Law Summary
Declaration of Policy
- The State aims to expand and democratize access to quality tertiary education.
- Promotes open learning as a philosophy for educational access.
- Encourages distance education as an efficient and effective delivery system for higher and technical education.
Definition of Terms
- Distance Education: A mode where students and teachers are physically separated; student-centered guided independent study using varied media.
- Higher Education: Post-high school education offering baccalaureate, graduate, or post-graduate programs.
- Higher Education Degree Programs: Courses leading to bachelor’s, master’s, or doctoral degrees.
- Higher Education Institution (HEI): Degree-granting institution recognized by CHED.
- Open Distance Learning (ODL): Combination of open learning and distance education methodologies.
- Open Learning: Philosophy emphasizing flexible access to education removing barriers such as age, location, and economic status.
- Open University/College: HEI with at least Level III accreditation using open learning strategies.
- Post-Secondary School: Institutions offering nondegree technical-vocational programs certified by TESDA.
- Technical-Vocational Programs: Nondegree courses preparing middle-level workers.
- Tertiary Education: Encompasses both higher education and post-secondary technical-vocational programs.
Coverage
- Applies to public and private HEIs and post-secondary schools with existing or future authorized ODL programs.
Institutionalization of ODL
- ODL is institutionalized and programs must comply with CHED and TESDA guidelines for both traditional and nontraditional delivery modes.
Guiding Principles for ODL Courses
- Learner Centeredness: Focus on learner needs and independent learning.
- Quality and Relevance: ODL programs must match the depth and challenge of traditional programs.
- Transparency: Program details including curriculum and delivery must be accessible to stakeholders.
- Peer Review: Expert evaluations to ensure acceptability based on CHED/TESDA criteria.
- Public Responsibility: Due diligence to avoid harm; emphasis on consumer protection.
- Quality and Continuous Improvement: Ongoing assessment of student needs, faculty skills, and cultural context.
Admission and Academic Policies
- Admissions and academic policies must meet CHED and TESDA minimum standards.
Program, Curriculum, and Course Development
- Learning outcomes clearly defined by competencies and behavior.
- Curriculum for ODL must be equivalent to conventional programs.
- Student’s option on place, pace, and mode of study within prescribed time frames.
- Academic progress monitoring required.
- Practicum and on-the-job training observed when necessary.
- Graduation awarded upon fulfillment of requirements.
- Licensure requirements for professions must be met by ODL graduates as with traditional graduates.
Mode of Delivery
- Utilizes multiple communication platforms including print, audiovisual, electronic/computer technologies, virtual classrooms, and face-to-face sessions.
Support to ODL Programs
- CHED and TESDA provide support in areas including:
- Teacher training
- Curriculum and program development
- Learning materials
- Cyber infrastructure
- School operations and management
- Networking and linkages
Support to Students
- Students in ODL enjoy equivalent privileges as conventional students including access to scholarships, grants, and loans.
- Institutions must provide:
- Clear admissions policies
- Faculty-student interaction opportunities
- Efficient communication and feedback systems
- Monitoring of academic progress
- Accessible learning resources
Role of the University of the Philippines Open University (UPOU)
- Provides leadership and expertise in ODL development.
- Promotes best practices and innovative research.
- Assists CHED and TESDA with policy, standards, and curriculum development.
- Designs model programs and develops ICT resources.
- Shares instructional materials publicly.
- Supports capacity building and professionalization of ODL practitioners.
Zonal ODL Centers
- Centers established in Metro Manila, Luzon, Visayas, and Mindanao, with plans for centers in every region.
- Responsible for teacher training in ODL programs.
Roles of CHED and TESDA
- Serve as regulators for ODL programs in HEIs and post-secondary schools.
- Functions include:
- Drafting and implementing policies and standards
- Quality control and improvement
- Monitoring and evaluation of programs
- Approval or disapproval of new ODL program proposals
- Budget recommendations to the Department of Budget and Management
Roles of Broadcast Media and Telecommunications
- Encouraged to assist in transmitting learning materials nationally and internationally to support ODL courses.
Independent Evaluation
- CHED and TESDA to contract reputable research institutions for independent evaluation of ODL programs.
- Evaluation includes governance, quality, challenges, and prospects.
- Surveys cover diverse HEIs and post-secondary schools.
Interim and Final Reports
- Interim report due six months after enactment.
- Final report due one year after enactment.
- Reports submitted to CHED, TESDA, and relevant Senate and House Committees.
Tax Exemptions
- Donations and grants supporting ODL partnerships are exempt from donor’s tax.
- Donations are deductible from gross income under the National Internal Revenue Code.
Implementing Rules and Regulations
- CHED (through Technical Panel for Distance Education), TESDA, and UPOU to formulate implementing rules within 90 days.
Appropriations
- Initial funding charged to current CHED, TESDA, and state universities with ODL programs appropriations.
- Future funding included in the annual General Appropriations Act.
Separability Clause
- If any provision is declared unconstitutional or invalid, remaining provisions remain effective.
Repealing Clause
- Inconsistent laws, decrees, orders, rules, and regulations are repealed or amended accordingly.
Effectivity
- The Act takes effect 15 days after publication in the Official Gazette or a newspaper of general circulation.